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HIE BROWNLEE 
1 SYSTEM OF 




CHILDTRAINING 












"MORAL TRAINING 






IN THE 






PUBLIC SCHOOLS 






By 






JANE BROWNLEE 






1 66 W. yjrd St., New York City 






Formerly Principal of Lagrange School, 






Toledo, Ohio, and Lecturer before 






Teachers' Associations and 






Mothers' Clubs 






May, .1908 











\ 



^UBNAKY or CONviKESS) 
;j I wo tiooies rtecwvea 

I OCT L 16 W8 

j^ ■ mi w ■rawmmmw 



Copyright iqoS by 

JANE BROWNLEE 
Pri?ited for G. W. Holden for personal distribution 

Address for copies 

The Holden Patent Book Cover Co. 

Springfield -:- Massachusetts 



A PLAN FOR CHILD TRAINING 



Jane Brownlee, Principal 



I have been requested to describe minutely a plan for child 
training used in the Lagrange School, Toledo, Ohio, for tie 
past seven years. 

This plan was evolved slowly, and could never have become 
systematized, as it now is, but for the hearty sympathy of all 
the teachers of the school, and their never-failing co-operation 
with the principal in giving a fair trial to ideas suggested. 
There were many failures at first, and many fine theories were 
abandoned because a trial proved them impracticable. But 
failure only served to stimulate us to greater effort, for there 
was conviction on the part of those interested, that there is 
a new step to be taken in popular education — that is the 
recognition and development of the child's higher self; the 
awakening of the child to his higher powers, teaching him how 
to develop and use them, that the child may make life happy 
and successful. 

Lagrange is one of more than forty ward schools in Toledo, 
is a fine building, comparatively new, and is beautified by a 
surrounding of magnificent old elm trees. There are fourteen 
large pleasant school rooms and a shop and a kitchen in the 
basement. The plan of the building is remarkably good 
because it tends to unification. On each floor the schoolrooms 
open into large halls with broad staircases, which bring all the 
pupils together in entering or leaving; an advantage over the 
old plan with its narrow, separated halls, through which the 
children pass single file. To encourage still more this spirit of 
unity, there is a large auditorium with a seating capacity of 
a thousand where the children are assembled for entertain- 
ments of all kinds not only for instruction and pleasure but 
also to learn how to conduct themselves in public places. 

Between six and seven hundred pupils are enrolled, and 
the material is not more ideal than that of the average public 
school in any large city. It differs from some schools in this, 
that the children come from a great variety of homes. Some 



are of wealthy parentage, large numbers are from homes of a 
thrifty class, there are many foreigners including Syrians, 
Poles, etc., a few negroes, and some poor little ones from "the 
alley." 

» This has been an advantage, for it proves that the higher 
self of the child can be touched and awakened, independent 
either of poverty or riches. 

The children from the true home can be more easily 
reached, but the true teacher finds neither heredity nor en- 
vironment unsurmountable obstacles. 

In 1898, a course in psychology deeply impressed me with 
this truth: Thoughts are things. I was at the time teaching 
an eighth grade in Lagrange school, and was also principal 
of the building. It occurred to me that a practical application 
should be made of this truth: that boys and girls should be 
taught to value their thought power, and to use it in building 
character. From this thought there gradually evolved a plan 
for a series of five-minute talks to my own class at the opening 
of the morning session. The purpose of these little talks was 
to direct the attention of the pupils to certain truths: that 
they had the power to think: that they could use the power 
in any way they chose: that no one could think for them any 
more than he could eat for them: that their thinking made 
them, and that, therefore, their character, the kind of persons 
they were to be, depended solely upon themselves. They were 
led to see that it would be a great help in character building to 
take a short time alone each day, if only three or four minutes, 
and consciously let the mind dwell upon some good thought 
or lofty ideal. 

One day a shy, thoughtful boy said to me, "I like what 
you've been telling us." "Do you like it well enough to try 
to live it?" "Yes," was the earnest reply, "I've made a 
promise to myself not to let a day pass without doing what 
you have advised, to sit alone and think a good thought." 
Other members of the class have since told me of the impres- 
sion made by this, to them, new thought and of its influence 
upon their lives. 

The following year I was relieved of class duties, and could 
devote my time to all the schools. The spirit in which my 
own class had received the little talks on thought power made 
me feel that all the children might be benefited by such in- 
struction. It was put to the test, found practicable, and was 
gradually worked out into a systematized plan. 

The children learned through these simple five-minute 
talks in the morning that the body is just a little house in 
which the real child lives. They learned that this body as 



their house, is sacred and must be kept pure and clean. They 
learned why they eat food, and why plenty of .sleep is neces- 
sary for growing children. 

In the same way they learned that the mind is distinct 
from the body which it controls. That the mind, to be healthy, 
needs food just as the body does, but its food is quite different, 
their lessons forming the greater part of it. 

Then they learned of the real child dwelling in the body 
and having the mind for its instrument: how this real self 
could not grow as it should in an unhealthy body and with an 
undeveloped mind : that if this real child were growing stronger 
day by day, it would show it in right thinking, and so the 
child by watching and controlling this wonderful thought 
power could grow into a strong, fine character, that not only 
would make his life happy, but a help to others instead of a 
hindrance. 

Then followed lessons teaching him how to control and 
develop his thought power. A subject was chosen for the 
month, and the entire school concentrated upon it, using the 
first live minutes in the morning. An interesting proof of the 
power of this united mental action was given by the following 
experience. This work was independent of the regular school 
curriculum as planned by the superintendent. But it was 
finally recognized as a factor in school government, and a 
revision in the course of study allowed one period, once a 
month, for talks on ethics, and different subjects were assigned 
to the different grades. - The work under this plan was a 
failure in our school. We found the periods were too far apart 
to hold the interest of the children, and the talks so long as to 
weary them. Only one thought at a time should be brought 
out, and there should be as little said by the teacher as possible, 
the purpose being to find out what the child thinks and direct 
his thinking. 

The following plan was finally worked out, and has been 
used satisfactorily for several years in our own school, and 
for the past two years in Spring school, one of the other 
Toledo ward schools — namely: To select some word for each 
month of the year, and get the children to express their 
thoughts about the subject. The words selected were as 
follows : 

For September Kindness 

October Cleanliness 

November Obedience 

December Self-Control 

January Courtesy and Cheerfulness 

February Work 



March Honor 

April Honesty, Truthfulness and 

Clean Language 
May and June Manners, and review of the year 

The first subject chosen, " Kindness, " is divided into four 
parts, one for each week in the month. First, kindness to 
parents, the children's best friends; second, to teacher, next 
best friend; third, to brothers, sisters, companions and the 
world in general; fourth, to animals. 

To begin; such leading questions are asked by the teacher 
as, "Who are your best friends?" "Why?" To this there are 
ready replies by the younger children — "They work for us." 
" They give us food — clothes — a bed," — and finally some child 
will give the highest and best reason, "They love us." 

"How can you show your love for them?" They are 
taught that love manifests itself by kindness, the kind 
thought, the kind word, the kind deed. So they say, "I can 
wash the dishes for my mamma." "I can go to the grocery 
when she tells me to without whining." " I can get my papa's 
slippers for him when he comes home tired," etc. "Should 
you do all these things? ' ' 

One little girl said to her teacher after a week of the morn- 
ing talks, " My mamma thinks I 'm getting sick." " I can tell 
you why," said the teacher; "you obey her now and are kind 
to her." The child laughed and said, "Yes, that's it, I heard 
her tell my papa I was getting so good she was afraid I was 
5 ick." 

Second week — "How can you be kind to teacher?" By 
yielding ready and cheerful obedience to school rules — by try- 
ing each day to do their best — by being unselfish and cour- 
teous, by keeping neat desks, etc. 

In a study hour in one room when the school was very 
quiet a boy attempting to take something from his desk 
threw all its contents noisily to the floor. The teacher re- 
marked quietly, " I think you have forgotten the thought for 
the day." I was in the room at the time, and asked, "What 
is the thought for the day?" The reply was, "Kindness to 
classmates." "What has dropping books from a desk to do 
with that," I inquired. The pupils were called upon to answer, 
which they did promptly. "It is not kind to disturb us." 
"An untidy desk does not set a good example." "The in- 
spector may call, and this desk would bring a bad mark for 
the whole school," etc. 

This conversation was kind in spirit and in word on the 
part of both teacher and pupils, so there was no sting in it 



for the offender. He was not made to feel that he had com- 
mitted a crime, but that he was guilty of a little carelessness 
which he could and would correct. 

This talk of kindness to the teacher is a two-edged sword. 
A teacher who is expecting kindness from her pupils must 
feel that equal kindness should return from her to them, so 
day by day she, too, grows toward her highest. 

The same plan is used during the third and fourth weeks. 
The work does not end with the five minutes in the morning, 
but the children are reminded of it during the day as occasion 
offers. 

The talks for the fourth week are interesting, because the 
normal child loves animals. The pupils are taught that ani- 
mals are a part of that one universal life force, which we see 
manifested all around us in wondrous diversity. They are 
led to consider the usefulness of creatures, their affection and 
fidelity; the pain which can not be expressed by an animal when 
abused — as when a boy stones a cat, or a horse beaten when 
doing all it can; how they add not only to our comfort, but to 
our pleasure, as the birds with their beauty and songs; their 
helplessness, which should appeal to the tenderness and pro- 
tection of the children, and the thought expressed by a second- 
grade boy, "They've got just as good a right to live as we 
have." 

Often after a heavy rain, young birds are beaten from the 
nests, and the children carry them tenderly to their teacher, 
one proof that the little talks have made an impression. 

In connection with each subject, appropriate gems are 
taught. One at a time is written on the blackboard where it 
remains until each pupil has committed it to memory. 

"Little children, you must seek 
Rather to be good than wise ; 
For the thoughts you do not speak 
Shine out in your cheeks and eyes." 



"You never can tell what your thoughts will do 

In bringing you hate or love; 
For thoughts are things, and their airy wings 

Are swift as carrier dove. 
They follow the law of the universe — 

Each thing must create its kind. 
And they speed o'er the track to bring you back, 

Whatever went out from your mind." 



"There's nothing so kingly as kindness; 
And nothing so royal as truth." 



"Kind hearts are the gardens; 
Kind thoughts are the roots; 
Kind words are the blossoms 
Kind deeds are the fruits." 



"You can not change yesterday, that is clear 
Or begin tomorrow until it is here. 
So the only thing left for you and for me 
Is to make today as sweet as can be." 

During the month in which a word is considered, it must 
be placed where the eye will frequently rest upon it : in every 
room it is prettily and conspicuously lettered upon the black- 
board in colored chalk. 

To further attract attention, some of the older boys of 
Lagrange school made a banner, which was hung in the main 
hall where it was not only an ornament, but caught the atten- 
tion at once on entering the building. 

A frame, three and a half yards long and three-fourths of 
a yard wide was made of light wood; over this was stretched 
burlap of a soft, green shade, tacked on smoothly with bronze- 
headed nails, which gave an ornamental finish. 

Letters, proportioned to the size of the banner, were cut 
out of stiff, white cardboard, and held in place by brass 
paper-fasteners. These were easily removed each month to 
be replaced by the new word. The expense of the banner is 
trifling, and it has proved very helpful in the work. When 
this new idea of a banner was planned, letters attached with 
paper-fasteners — the cost so trifling — it seemed at once that 
a "System of Child Training" had been completely evolved as 
the name on the banner each month produced a deep impres- 
sion on teacher, scholar and visitor. 

Following kindness, cleanliness is always considered, for 
the thought is brought out that the kind child will strive to be 
clean. This subject is divided into two parts — cleanliness of 
the body, and cleanliness of the mind. Two weeks are devoted 
to the consideration of each. 

Simple hygienic talks are given, for in the average public 
school there is likely to be a fair percentage of the children 
who receive little care and no instruction pertaining to the 
body. For the second part, excellent lessons can be given by 
the teacher on the importance and value of clean thoughts in 
building character, which is the real purpose of each life. 

Every human being is the sacred thought of God. God 
gives individuality, which each must develop into character. 

The third subject is obedience. Obedience in the home; 
in the school; to the laws of health; to moral law. 

8 




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It seems best to take these three subjects first, and in this 
order; for if every child were kind, clean and obedient, there 
would be a fine foundation upon which to build. 

After these three, the choice is varied from year to year 
as the need of the school seems to demand. Here is a sugges- 
tive outline: 

December with its holidays is apt to be a distracting time 
for the pupils. Self-control is chosen and used topically. 

What is self-control? Should it be cultivated? Why? 
What is my self-control? How can I cultivate it? If all the 
members of a family are self-controlled is the home happier? 
What is the effect of self-control in the school-room? Is it the 
duty of every one to cultivate self-control? 

While the success of this work depends chiefly upon the 
teacher — upon his or her enthusiasm and depth of character, 
experience has shown that some subjects are more pleasing 
to the pupils and more impressive, because having a more 
manifest bearing upon daily conduct. Self-control is a favor- 
ite. The children very quickly give such a definition as, "It 
means to make yourself mind." 

A fine boy, but hot-tempered and lacking in self-control, 
was one day placing the letters of the new word for the month. 
He had the banner on the floor and was arranging the letters 
preparatory to fastening them. A younger boy felt entitled 
to the privilege of "bossing the job" because his father had 
contributed the letters. He gave orders and expressed his 
opinion quite freely, and three times the older boy stopped 
his work and looked up at him. The teacher watched to see 
the outcome, but said nothing. Finally the younger boy, 
seeing that his advice was not taken, walked away. The 
older boy looked at the teacher in an amused way and said. 
"That self-control business is a pretty good thing for me. 
Twice I thought I 'd lick that kid for being so bossy, but I 
said to myself, 'Thomas, hold on to yourself. Remember 
self-control." 

A teacher from a neighboring city, visiting Lagrange school, 
was favorably impressed with the plan for developing thought, 
and decided to give it a trial in her own school. She explained 
the plan to her pupils, self-control was chosen for a beginning, 
and the word was printed in large letters upon the blackboard 
just behind the teacher's desk. The little morning talks im- 
bued the children with the spirit of the word, and all was 
working well when the teacher became ill and a substitute 
was placed in charge of the school. The new teacher proved 
to be ill-tempered and wholly lacking in self-control. The 
days were spent in scolding and nagging disorderly pupils, 
the kind which such a school atmosphere produces. 



iO 



One day just before the close of an unusually trying session, 
a quiet little boy raised his hand. "What do you want? ' 
crossly snapped the teacher. "Look behind you," said the 
child pointing to "Self-control" on the blackboard. One 
can not help wondering about the effect of such a rebuke. 

A child whose misfortune it was to have a teacher of the 
same kind as the substitute, said to her mother: "I get so 
tired of her yap, yapping all day long. She scolds all the time 
and tells the boys how bad they are, and they just like to see 
her get mad. You see her mother never taught her to control 
herself when she was little." What confidence or respect can 
such a teacher win ? 

Cheerfulness follows self-control, and is developed by topics. 

Define. (The children should be asked for original defi- 
nitions.) Can cheerfulness be cultivated? Should it be culti- 
vated? Effect of your cheerfulness in the home? In the 
school? Should it be a duty or a pleasure or both to cultivate 
cheerfulness? When is it easy to be cheerful? When difficult? 
Which will make you a strong boy or girl — to be cheerful when 
it is easy, or when difficult? By cultivating cheerfulness can 
you thus express your love for your parents and your teacher? 

Then gems on cheerfulness, such as: 

" 'Tis easy enough to be pleasant 
When life flows along like a song: 
But the man worth while is the one that will smile 
When everything goes dead wrong. 
For the test of the heart is trouble, 
And it always comes with the years, 
And the smile that is worth the praise of earth, 
Is the smile that comes through tears." 

A very practical and interesting subject is work. 

Is work necessary? Make a list of the different kinds of 
work that you see going on about you, or of which you have 
heard or read. If everybody in the world refused to work, 
what then? Is it the duty of everyone to work? 

All necessary work is honorable. Not kind of work, but 
quality, counts. No work too humble to be scorned or neg- 
lected. Work well done brings happiness. Much of your 
success and jo}^ in life will depend upon the spirit in which 
your work is done. Does your work in school bear any relation 
to your work after you have left school? One of the world's 
greatest needs is honest, cheerful workers. A present duty 
neglected never brings future success. 

Pupils are encouraged to look for quotations appropriate 
to the subject under consideration. Here are a few selected 
from many handed in upon the subject of work: 

ii 



"No one can rise who slights his work." 
"Honest work is the only sure thing." 

"Our grand business in life is not to see what lies dimly at a 
distance, but to do what lies clearly at hand." 

"Nothing is impossible to industry." 

"Work is an educator of character." 

"Nothing is so injurious as unoccupied time." 

"Observe, then, all wise work is mainly threefold in character: 
it is honest, useful and cheerful." 

"The modern majesty consists in work. What a man can do 
is his greatest ornament, and he always consults his dignity by 
doing it." 

"Pleasure comes through toil and not by self-indulgence. 
When one gets to love work, his life is a happy one." 

s The subject "honor" follows work. 

What is honor? Should honor be cultivated? Does it 
help to make a fine character or a weak one? What is char- 
acter? What is reputation? Which would you rather have — - 
a fine reputation or a fine character? How can you build 
character? How can you develop honor in your home rela- 
tions ? How in school ? Do you think you must work for honor, 
or will it develop easily and without effort on your part? Do 
you think the things in life really worth having are gained 
with or without striving? Do you think the attainment of 
honor is desirable? Does it pay in business relations? How 
hard are you willing to work that you may possess honor? 

Many incidents might be related showing the influence of 
this subject upon the spirit of the school, but I will give only 
two. In passing along the hall one day, I glanced into the 
room occupied by pupils of the first grade, chiefly beginners. 
The order was so excellent, every little child busily occupied 
with his own task, that I stepped inside to express my pleasure 
and approval. The teacher was absent from the room, but 
shortly returned. I told her what I had seen, and praised the 
children. The teacher then asked them to tell why they were 
busy and orderly when she was out of the room; and all the 
little hands came up, and the answer was given, "We 're trying 
to be honor boys and girls." & 

One morning just before the opening of the session, a 
teacher of a sixth grade was talking over a little matter of 
business with me in the hall. When the bell rang we had not 
quite finished our conversation. A pupil seeing the teacher 
thus engaged, closed the schoolroom door. Presently we 
heard the sound of some confusion in the room, and thinking 
it might be disorder, the teacher gently opened the door. 

12 



Our distrust met a merited rebuke. A boy stood before the 
school, leading in the Lord's prayer. The pupils had seen 
their teacher in the hall, and were opening the school them- 
selves. This is by no means an isolated case. 

A very practical application of this subject, honor, may 
be made in the care of school property. Children should be 
taught that every manufactured article is produced at a cost 
of labor, time and money, and should be used with care, 
whether the article belongs to them or to another. If text-books 
are furnished free of cost, pupils must understand that while 
free of cost to them, they are not so to the tax-payers, and 
they must show appreciation by a desire to pass them on to 
their successors in good condition. The books may be well 
and pleasantly cared for in some such way as this: Let the 
class elect two or three of its members to serve a month or a 
shorter term, if necessary, to give all the pupils an opportunity 
to share in this work. These may be called " Room Librarians" 
and wear a badge of office ; for children like some adults love 
some emblem of authority. Each one can take charge of 
the repairs needed to the books on, say 2 or 3 rows of desks, 
and admonish those handling them with soiled hands. It 
shall be the work of the librarians to inspect the books during 
the time they serve, and it will give them a pleasant feeling 
of independence and responsibility to be allowed to make their 
own plans of procedure. For example, they might remain 
after school one afternoon to examine and repair all the 
readers, another afternoon the arithmetics, and so on. 
They should be supplied with mending material for fasten- 
ing loose leaves and. repairing torn leaves, which can be 
purchased at a very small cost, and they should insist upon 
every book being covered. In the large cities both mending 
material and the book covers are furnished by the board of 
education, and this could be done in small towns and even 
villages, if it were presented to the authorities from the 
standpoint of economy. If a book is being destructively used, 
the case must at once be reported to the teacher for investi- 
gation. Destructiveness in childhood is chiefly due to thought- 
lessness, and unless corrected will lead to shiftlessness. S\;ch 
a child can not fail to be helped by being called upon to exam- 
ine many books; to see the results of caretaking, or to repair 
the damage caused by carelessness. Landlords might cease 
to be victims to a class of tenants who say.. "We don't care 
anything about this house, you know; it's only rented," if 
children were given such teaching in school. 

Regard for the rights of others is a subject fruitful in 
good results. 

13 



What are the rights of parents? To your love, courtesy 
and respect; to your ready and cheerful obedience; to your 
helpfulness (every child should have some work to do in the 
home, that will add to the comfort of all) ; to the care of your 
clothing that additional burdens may not be laid upon your 
parents. 

Rights of teacher? To your courtesy and respect; to your 
cheerful and ready obedience ; to your co-operation in making 
the school the best possible; to expect honor and honesty in 
the preparation of daily work; that you be punctual and 
regular in attendance; to your pleasant, kind, obliging and 
helpful ways. By this attitude toward the teacher, the pupils 
are building character of the right sort, and in the end will 
receive more than they give. 

Rights of brothers, sisters, companions, neighbors and 
strangers in public places may be worked out in the same way 
as may the rights of animals. 

Courtesy is a very good subject, for children are often rude, 
not intentionally, but through lack of instruction. It may be 
divided as follows: 

Courtesy in the home to father, mother, brothers, sisters 
and servants; in the school, to teacher, classmates and janitor; 
to companions, to strangers in public places. 

At the close of a month during which this subject was con- 
sidered, the pupils were requested to make some rules of con- 
duct, and many and good ones were given. Among the 
younger children two rules, variously expressed, showed the 
need of this instruction — "Don't sass your mother." "Don't 
stay with your mother when a lady comes to see her. They 
don't want you to hear what they're talking about." 

The last month of the year may be spent in reviewing the 
work to learn what impression has been made upon the pupils. 

"No man can instruct others in anything. He can, how- 
ever, awaken thought and arouse impulse. And this is all 
there is of teaching — to supply an atmosphere in which 
thought can germinate and grow." 

But only half is done when children are made conscious of 
this wonderful thought power: they must be given a channel 
through which to direct and use it. 

They love to have a part in the affairs of grown-up people, 
to be taken seriously, and to have opinions on some questions 
recognized and considered. It is a well-known fact, that a 
child who hears ways and means seriously discussed in his 
home, is far more capable and has at least five times the 
chance of becoming a valuable, independent citizen than a 
child reared in an institution has. 

14 



HOW LAGRANGE CITY GREW 

To meet this need, then, it was decided some years ago to 
give the pupils of Lagrange school a part, a real part, in the 
management of the school. The idea is not original, it has 
often been used, sometimes successfully carried out, and 
sometimes ending in failure. Many years ago, pupil govern- 
ment was introduced into the schools of one of the largest 
cities in our country, and for a time worked well. Later it 
was abandoned. It was found that pupils were resorting to 
corrupt political methods, such as accepting bribes for votes. 
Children, as well as adults, need preparation to appreciate 
and use the right of suffrage. 

One who watched the work of Lagrange school along this 
line says: "At first I was skeptical about the municipal idea. 
But by watching its working out I found that the moral 
training through your system, taught every day for a few 
moments, eliminated from an election the evil effects of the 
strife, and that it was simply a proof of the benefit of the train- 
ing received, so I changed my opinion." 

From the Toledo Times-Bee: "The municipal government 
of the school is the best known of any of its features because 
the most spectacular, but it is merely a detail, planned to aid 
in the building of character, and to give the children another 
opportunity for the working out of their good thoughts." 

It may be well to say that the Lagrange pupils do not 
govern the school. The teachers believe they are too lacking 
in experience and judgment to be self-governing. The idea is 
to develop a spirit of co-operation, and to give them, so far as 
they are qualified, certain duties to a faithful performance of 
which they are rigidly held. 

After trying scheme after scheme, many of which proved 
failures, the following simple plan evolved, and has worked 
admirably for years. 

The school is considered a city, each room being a ward. In 
this school of fourteen rooms, the pupils of eight rooms, fifth 
to eighth grades inclusive, form the voting population, the 
six remaining schools, the non-voting. Only pupils of the 
seventh and eighth grades are eligible to office, and the mayor 
must be a member of the highest or graduating class. 

Two elections are held each year, the successful candidate 
serving during a term of five months. 

One week preceding the election, a nominating convention 
is held, and is in charge of pupils who have been previously 
instructed how to conduct a meeting according to parliamen- 
tary law. This they take great pride in doing, and the other 



pupils, being deeply interested, soon learn from them, and 
are thus almost unconsciously acquiring knowledge which will 
be useful to them as citizens or voters. 

The nominating speeches are often of so high an order, 
having so much of merit, as to astonish older persons who hear 
them. It only proves what wonderful latent possibilities are 
awaiting opportunities for development in these little people. 
None are more surprised, perhaps, than the teachers, for one 
rule of the election, rigidly adhered to, is that they give no 
assistance in the preparation of these speeches, which they 
hear for the first time from the platform. 

Former teachers of the candidate are often called upon 
for letters testifying in regard to the character of the pupil, 
his honesty, industry and fitness for office. These are read 
from the platform in connection with the nominating speech, 
and the listening voters are impressed by the fact that the 
back record counts in running for office. One boy, who had 
been very troublesome, unaccountably changed after attending 
a convention, to the surprise and relief of his teacher. Later 
it was learned that he had decided he would one day like to be 
mayor of Lagrange, and was making his record. 

The late Golden Rule Mayor of Toledo, Mr. S. M. Jones, 
was often present at these conventions, being interested in 
the experiment. On one occasion he said in a speech to the 
voters, that it was the best conducted convention he had ever 
attended. 

A week intervenes between the convention and the elec- 
tion. During this time the pupils are. given the freedom of the 
halls, where they meet to discuss the merits of their favorite 
candidates. Ill-feeling is prevented by the following which is 
the law of the election: Say all the good you can about your 
candidate — not one word against his opponent. This law is 
strictly enforced. 

Right here the pupils are taught the meaning of positive 
and negative thinking — the positive being the constructive 
force, the negative, the destructive. They must build up the 
reputation of candidates, not tear down. 

Kind speaking is positive; ill speaking is negative. An 
election gives a fine opportunity for a practical application of 
this knowledge, of which the voters are expected to take ad- 
vantage. 

During the electioneering week, the pupils take great 
delight in decorating the halls with cards and banners of all 
kinds, setting forth the merits of the different candidates. 
Many of these placards show great wit, originality and artistic 

16 



ability. The work is done after sessions, and pupils often de- 
vote an entire Saturday to helping candidates in this way. 

The election is a time of intense excitement, stimulating 
mental action by developing opinions upon a variety of 
questions that arise. "While the teachers keep in the back- 
ground, they are quite as interested as the pupils, are always 
ready to advise when asked to do so, but are careful never to 
express an opinion that might turn votes. They teach the 
voters how to analyze the character of a candidate in regard 
to his fitness for office, not to criticise him. 

A pupil who had the reputation of being the best boy in 
school was elected mayor by an overwhelming majority on 
this merit alone. He proved to be wholly inadequate, because 
of a total lack of executive ability. Some pupils were once 
heard discussing the city's condition, and one remarked, "I 
tell you what it is, we need something more than mere good- 
ness," to which all agreed. Though they could not better 
express it, they had learned that the goodness of their mayor 
was negative in quality, and that the positive kind is neces- 
sary for accomplishing results. 

The teachers also prepare candidates to meet defeat 
bravely, by reminding them to keep ever in mind that there 
can be only one successful candidate for each office. More 
than once it has happened that two intimate friends have 
been nominated for the same office without in the least 
affecting their friendship when all was over and one had 
suffered defeat. 

When the great day arrives the voters assemble in the 
auditorium, and are called to order by the chairman pro tern. 
He opens with, "Before proceeding to the regular order of 
business, which is the election of officers for Lagrange City, 
are there any motions or remarks?" In response, certain 
pupils, previously instructed, make motions which are either 
promptly seconded or opposed or amended. 

The chairman, having called for further motions and hear- 
ing none, then says, "It will be necessary to have tellers. 
What is your pleasure? Will you elect or shall the chair 
appoint?" In order to save time the motion carries that the 
chair appoint. This being done, the tellers take their places 
on the platform, and the balloting begins. 

All the pupils have been previously instructed how to 
keep tally, but are reminded of the rule that no demonstration 
must be made until the result is announced from the platform. 
These announcements call forth the wildest applause, and 
shouts of "Speech! Speech!" Then the winner goes forward 
to the platform, and briefly expresses his thanks for the 

17 



honor bestowed upon him by his fellow citizens, and gives 
promise of fidelity in office. 

The following is from the Toledo News-Bee in regard to 
these speeches: "Here's one thing gleaned from the story of 
the election of officers by this school government, this minia- 
ture republic or municipality. The boy who was elected 
mayor said in his speech of acceptance: 'I am sure that I 
appreciate and understand the honor you have just conferred 




Edward Buerke, AI a y o r 

"1 will do the best I can for all the people of Lagrange 
City, all the time." 

upon me. It means that I am to do the best I can for all the 
people of Lagrange City ill the time. I shall try to do so.' 
This is an ideal speech of acceptance. We can commend it to 
the politicians of Toledo. That boy didn't say he was to do 
all he could for the Democratic or Republican party, but for 

18 



all the people of Lagrange City. The boy who was elected 
treasurer said: 'When I was nominated, my nominator said 
many good things of me. I will try to come up to all that 
was said.'" 

At one of the elections, a girl was made mayor by an over- 
whelming majority. She had won the love and confidence of 
the pupils by her kindness and gentleness in a minor office. 
She said later in speaking about her election: "When they 




Helen Schulte, Mayor 

'When they talked of me for Mayor, I said to myself, 'If T am elected, 
I will think always of the work and never of myself." 



talked of me for mayor, I said to myself, 'If they elect me, I 
will think always of the ^ork and never of myself.' Truly, 
a high sentiment for a child in her fourteenth year, and she 
lived up to all she had promised for herself. 



^■9 



Four officers are elected — mayor, sanitary chief, treasurer 
and city clerk. In addition to these, inspectors are appointed 
by the sanitary chief. There are seven in all, each having 
charge of two wards. All these officers form a council and at 
stated times meet with the principal to receive instruction in 
parliamentary law and to confer with her in regard to the 
care of the building, making such suggestions as from their 
observation would improve the condition of the city. They 
understand perfectly that they are not expected to govern 
the school but in a spirit of co-operation to do all in their power 
to further its best interests. In almost all cases their sugges- 
tions show both wisdom and common sense. These are noted 
by the principal and reported to the teachers to be acted upon. 
This dignifies the work of the officers and stimulates them to 
greater effort. The plan eliminates anything in the nature of 
courts, or police supervision. Children are neither experienced 
nor wise enough to sit in judgment on the acts of their com- 
panions. To encourage such an attempt on their part is a 
grave mistake, and has caused the failure of many an experi- 
ment along this line in a public school. 

Once a month all the pupils assemble in the auditorium 
for a citizens' meeting. Reports are read by the officers, 
suggestions leading to improvements are received from the 
citizens, and if there are complaints against those in office 
they are entered at these meetings. In the beginning of the 
work it was not uncommon to hear complaints to the effect 
that officers were "sassy" or "bossed," etc. These are not 
heard now, showing that the officers have a better idea of 
what is expected of them. 

The mayor presides at the citizens' meetings, and at all 
entertainments of any kind held in the auditorium. He has a 
general supervision of building and grounds. He takes charge 
of the entrances, where he stations pupils to remind the children 
to clean their feet before entering and to pass quietly through 
the halls. He visits basement and playground, mingling with 
the citizens, who are proud of the mayor they have elected, 
and show him great respect. It is interesting to watch the 
effect of this attitude upon the officer — it brings out the 
best in the boy or girl. 

This office demands self-sacrifice. In order to perform its 
duties, the mayor must prepare much of his school work at 
home, which means a cutting down of his hours for recreation 
during the five months he serves. 

The duties of the city clerk are the lightest. He takes the 
minutes of the meetings, which he works into a careful report 
to be read at the following meeting. 



20 



The treasurer, of course, has charge of all funds, which in 
the main are derived from two sources. Once each year an 
entertainment is given in the building, the proceeds of which 
are used for school decoration. The treasurer deposits this 
money in one of the city banks, and pays his bills by checks. 
He thus learns something of actual business methods. The 
other source of revenue is "Penny Day." One day in the 
week is given this name, because citizens so desiring, contrib- 
ute a penny, the money to be used for the purchase of flowers 
for pupils who are ill. The treasurer appoints children, gener- 
ally from the lower grades, to stand at certain places in the 
halls with small boxes into which pennies may be dropped. 
Children are urged to earn what they give, because, "The 
gift without the giver is bare." The purpose is to develop 
unselfishness, and sympathy for the suffering. 

The pennies are collected on Thursday, and on Friday 
morning the treasurer visits the different rooms to ascertain 
the number of pupils who are ill. At noon he purchases his 
flowers, and in the afternoon distributes them. Perhaps only 
one flower is sent with a note of sympathy, but it brings great 
pleasure to the recipient as little notes of thanks testify. 

The duties of the sanitary chief are more onerous, and his 
office is regarded next to the mayor's in importance. The 
inspectors, whom he appoints, make reports of the condition 
of their wards, and from these the chief compiles a general 
report to be read at the citizens' meeting. This is listened to 
eagerly by the citizens, who are highly pleased if their ward 
is commended. 

A chief once said, "I have this report to read, 'Ward 
Seven is in the worst condition of any in the city.' I hate to 
do it, but the inspector reports that he has spoken to the 
pupils again and again about the appearance of the room, and 
it makes no difference ; so I feel it is the only thing left to do. ' 
The chagrin of the citizens of Ward Seven may be imagined, 
but there was civic house cleaning, followed by a good report 
at the next meeting. 

The chief must also see that building and grounds are kept 
free of papers or debris of any kind. This work he assigns 
to the non-voters, that they may feel they, too, have a part 
in the government. 

A newly-elected sanitary chief in the zeal of office said, 
"I'll break their backs if they don't keep that basement in 
better shape." He was reminded that "breaking backs" was 
out of harmony with the spirit of a city whose citizens were 
-arged to do right because it is right, and not through fear of 
punishment. Later he reported, "Some boy kept spitting on 

21 




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the basement stairs, and I couldn't find out for a long time 
who it was. But today I caught him. I asked him if he knew 
how dangerous it was, and he said he didn't. Then I told him 
what I'd read, and how many street car conductors had died 
before spitting in the cars was forbidden. I gave him a whole 
lot of facts. He said he had always spit where he felt like it, 
no matter where he was, but that he'd quit it." 

The chief was commended for having taken the better 
way, and was reminded that he had made a friend instead of 
an enemy, as would have been the result had he followed his 
first intention of "breaking backs." 

The inspectors always take the citizens unawares. When- 
ever one of these officers has a few minutes to spare during a 
study hour, he slips quietly out of his room to visit his wards. 
He notes the condition of floor, desk, cloakroom, and the 
general appearance of the citizens in regard to cleanliness and 
neatness, and reports on each item, excellent, good, fair or 
poor. Blank reports are furnished, which he need only fill in 
with initial letters. 

The inspectors, by permission of the teacher, often make 
little speeches to the citizens of their wards, either in commen- 
dation or disapproval. In a small way it is the beginning of 
public speaking, the ward being a part of their little world, 
and is quite as great a strain upon their nerves as for some 
men to speak before their fellow citizens. 

It has always been an unwritten law that only those pupils 
are eligible for office whose record, past and present, is good. 
A few exceptions have, however, been made. 

A boy was once nominated who resembled the little girl in 
the rhyme: 

"When she was good, she was very, very good, 
And when she was bad she was horrid." 

He was surprised and deeply touched by this expression of 
affection on the part of his classmates, and said he knew he 
had his record to make and that he'd make it. He did re- 
markably well in office until within a short time of the close 
of the school year. Then one day he said to his teacher in a 
confidential whisper, "Do you know anything I can take? 
Gee! but I'm getting bad." His teacher told him that a 
strong exercise of will power would be the best medicine, and 
would surely tide him over the remaining ten days. He acted 
on the advice, put forth the effort, and went out of office with 
a record of which he was justly proud. 

Before beginning the municipal government of the school, 
the pupils may be prepared by short talks on the following 
topics: 

23 



"What is meant by government? Is government necessary? 
Why? In the home? Why? In the school? Why? In the 
city? In the state? In the nation? Do you believe in gov- 
ernment? Are you willing to give loyal support to home and 
school government, believing that by so doing you are pre- 
paring yourself for useful and loyal citizenship? 

There is always an orchestra for this miniature city to 
furnish music for public meetings. Until the past year the 
leader has been a pupil, but at present an orchestra numbering 
thirty members is in charge of two of the teachers, who un- 
selfishly give their time out of school hours to this work. One 
of the teachers said, "When we organized the orchestra I 
thought it meant drudgery for me, but nothing that I have 
ever done has brought me such real happiness. The children 
are so appreciative and obedient that it is a pleasure to work 
with them, and I have learned much that could never have 
come to me in any other way." She had verified the truth — 
we never give in unselfishness without receiving many fold. 

Some questions naturally present themselves in regard to 
the effects of this plan, and the results. 

With all that is required in the average public school when 
is time found for this additional work? 

Chiefly after regular sessions, but it does not take so much 
time as would at first appear. Only the officers are instructed 
in par 1 iamentary law, which they learn very readily. Doing 
things in order seems to appeal to them, and they desire 
knowledge, which is the greatest incentive to acquiring it. 
The pupils soon learn from seeing the officers conduct the meet- 
ings, and each year the work of instructing becomes less diffi- 
cult. A teacher unwilling to give a part of his or her own 
time to the work should not undertake it. 

Does not the excitement attendant upon the election inter- 
fere with the regular work? N 

The following is from a Toledo paper: "The teachers do 
not experience any difficulty in controlling their classes during 
election, this fact having been obtained from an interview 
with several. Moreover, the teachers assert that in no way 
are the studies slighted, but that full instruction is given in 
each study as prescribed. On the other hand, the advantages 
to be derived are of sufficient importance to warrant the con- 
tinuation of the system." 

What is the effect of this training upon the pupils? 

It does not claim to make saints: heredity and environ- 
ment are always strong factors. But the majority of the 
pupils so governed are kind and obedient ; listen to reason 
when a "bad day" comes their wav just as it does with some 

24 



older people ; are ready to ask pardon when they see they have 
been at fault ; though a forced apology is never permitted, the 
effect tending to develop hypocrisy. But this is true: they 
understand that kindness, cleanliness, obedience, self-control, 
etc., are worth cultivating because they help toward the build- 
ing of a strong character. Like older people, they may not 
live up to the best they know, but they do know. 

The marking system being abolished, how do they compare 
when brought into competition with pupils who work for 
marks ? 

Here is an answer from Mr. William Sanger, one of the 
teachers in the Toledo central high school: " I receive students 
from seventeen different grammar schools in the city. I have 
always made comparisons of the work of these classes, and 
from these comparisons I have always found the students of 
Lagrange school doing good work, and very frequently have 
found that they were doing the best work in the class. As a 
rule, they show a willingness to work, and to do the best they 
can. Their peculiar training tends to develop a wholesome 
spirit." 

It must be explained that the marking system is abolished, 
that is for daily work, though important tests are graded. 
Pupils are taught that marks are false incentives ; that lessons 
well prepared develop the mind, and that the reward for men- 
tal effort is in the mental growth and control, and not in 
marks which too often are unjust estimates. 

A boy once said to his teacher: "This has been the hap- 
piest year of my life. I have never been strong, and some days 
I can't work. When the teacher listened to what I said, or 
rather couldn't say, on one of my bad days, and I knew her 
pencil would come down with a zero for me, it made me 
nervous and mad. But this year, the days I couldn't work 
I've just listened to the others, and when I've felt well I've 
worked to make up, and I never learned so much in a year 
before." 

It is not difficult to make pupils feel that all false incentives 
are childish and unworthy. 

At one time the marching was not satisfactory, and to 
bring it up to a higher standard, I offered to award a banner 
to the school that marched best. After the first trial, a pupil 
in the most advanced grade said he did not understand why 
a banner was offered as a reward for good marching to a school 
that was taught to despise false incentives. He thought pupils 
should march well because it is right and not for a banner. 
This was reported to me, and in order to learn the sentiment 
of the other pupils, I gave the four highest classes this question 

25 



to debate: "Should a banner be given as a reward for good 
marching? " 

It resulted in a complete overthrow of the banner, which 
was a merited rebuke to me for having, through force of habit, 
attempted to use a false incentive. 

A teacher of one of the classes jotted down the following 
points as they were made: 

T.Iany of the pupils thought that having a banner would 
create ill feeling. One pupil thought that after the banner 
was presented, other schools would stop trying. A girl said 
she would be satisfied if principal and teachers acted as judges, 
for she thought pupils would be influenced in their decisions. 
Several thought the banner would not be fair, for only the 
higher grades would ever have it. This must be expected 
because they had had the greatest number of years of practice, 
while some of the lower grades, on the ground of effort, might 
be equally deserving. Then some one suggested that the 
judges should take into consideration effort, improvement, 
etc., and give the banner where it belonged. One of the older 
pupils then said that no pupils could be so discriminating (or 
words to that effect). 

Then the pupils decided that there were too many things 
to be taken into account to make it possible to judge fairly, 
and a vote being taken, thirty-five out of thirty-eight mem- 
bers of the class were opposed to the banner as a false incentive. 
I had, however, one loyal supporter. He said I must have 
had some reason for offering the banner, and until he heard 
from me he would cast his vote in the affirmative. 

An attack was once made in a Toledo paper upon the 
Lagrange system. Among other things the writer said: "The 
pupils should be filled with book-learning for ten full months 
of the year, and trust to luck for politics later." 

Two Lagrange graduates, now students of the Ohio Uni- 
versity, replied to the article, closing as follows: " If one could 
but visit the Lagrange school and see how careful the pupils 
are to obey all the laws and orders, he would be driven to the 
conclusion that these little citizens of Lagrange City obey 
their laws to a far greater extent than do the people obey the 
laws of city, state and nation. We believe that if the system 
did nothing more than to teach reverence for law and order, 
it would have sufficient merit to warrant its continuance. We 
fully advocate and support the Lagrange system, because the 
pupils during the formative period of their lives are taught the 
elements of true politics, thereby laying the foundation for 
future activity and usefulness, as members of the body politic ; 
because they are imbued with the spirit of reverence for law 

26 



and order; because practice is afforded in public speaking, a 
knowledge of which in a representative government is of the 
highest utility; and, lastly, because this system, being made a 
part of the instruction furnished the pupils, is a step toward 
the idea of true education — for that education is best which 
makes its possessor of the greatest service as a member of 
society." 

We have boys and girls in the same school, and they must 
meet and talk together. What shall they talk about? Here 
are matters of mutual interest, furnishing wholesome topics 
for discussion. Boys are growing up with the idea that girls 
can take part in municipal affairs without becoming mascu- 
line. They have shown that they can make excellent nomi- 
nating speeches for these same boys, and can capably and 
faithfully discharge the duties of an office. Pupils are learning 
to work together harmoniously, to co-operate, and that is the 
foundation principle of human society, 'which all must learn 
and apply before there can be universal happiness. 

When we think of the millions of children to be trained in 
citizenship, the problem becomes a serious one. The public 
school has hitherto considered two parts of child nature — the 
mental and the physical; it must now give earnest attention 
to the third — the moral — if we are to have the all-round 
developed American citizen. 

The wide-spread talk of "tainted money," and the ex- 
posure of iniquity in high places, give promise of better 
things. The day is coming when a man will be valued for 
what he is, and not for what he has. The question will not 
alone be how to get money, but how to get money honestly. 

The children of today must be prepared to meet this de- 
mand for integrity in business; they must be taught how to 
develop true character that all mankind may rise toward a 
higher plain. 

To whom shall the children look for this preparation ? To 
their guardians — the parents and the teachers. But too often 
the parents fail in their duty to the child, and in such cases 
the burden must be borne almost wholly by the teacher. Pity 
the child when both parents and teacher fail him. 

Doctor Oppenheim says: "There is not enough of convic- 
tion in the minds of parents and teachers that the responsi- 
bilities of the children's acts, either good or bad, rests upon 
their older shoulders; that the final outcome of these children's 
lives depends almost entirely upon the influence, the nutrition, 
the environment, which the authority of the parents and 
teachers provide." 



27 



A realization < I this truth is the first step in the direction 
of helping the child. No one can give to another knowledge 
which he himself does not possess. Only the parent or teacher 
awake to his or her own higher self can lead the child into a 
knowledge of himself as spirit, and having a mind and a body 
for his servants. 

More thaa eighty years ago, Frederick Froebel said: " There 
exists no other energy but that of thought." And further 
back the Bible states, "As a man thinketh in his own heart, 
so is he." 

Here, then is the key. 

Those who deal with children should watch their own 
thinking most carefully, for children, being sensitive and 
intuitive, are strongly influenced by the thoughts of those 
around them. 

The following is from Moral Education by Rev. Philip S. 
Moxom, D.D.: 

"We are all agreed in loyally supporting our public school 
system. It is the creation of a free, self-governing people. 
The responsibility for it, the merit of its success, or the blame 
for its failure rests on us — the people. What is the end and 
ai n of that system? To train thinkers? It certainly is a 
necessary part of education to be able to think alertly and 
effectively on all questions that concern us as human beings. 
Is it to train workers? A very important part of education is 
ability to do skilfully whatever task is alloted to us in life. 
But neither answer alone is satisfactory nor are both together 
adequate. The main end of our school system I understand 
to be, to make men and women who shall be good citizens and 
useful members of society in all the relations proper to man- 
kind. It is to give to youth intelligence, skill, initiative self- 
reliance and self-control as responsible moral beings. The 
culture which is needed most is that which produces a well- 
trained mind, a healthy and responsive body, and a sound 
character. Said a principal of a school to me recently, ' I say 
to my teachers that nine-tenths of our work is moral.' Did 
she go too far? No; for the moral enters into the whole disci- 
pline of the true and adequate education." 

" It is a greater and more difficult thing to live, in the true, 
deep sense, than it is to get a living. Children must be made 
to feel and then to see that honesty is better than brilliancy, 
that integrity is worth more than riches, that good character 
is a prize valuable beyond the power of all material means to 
measure. If our schools do not train children for upright 
manhood and pure womanhood, they fail of their highest 
utility. I close with the expression of my belief that we need 

28 



to lessen the details of our curriculum, and increase the means 
and opportunities for inculcating truthfulness, honor, rever- 
ence, purity and uprightness. A clever intellect without a ten- 
der conscience makes a Mephistopheles. We are seeking to 
make men and women who shall know their duty in the world, 
and have the will to do it. That is an end to call forth our 
deepest wisdom and our strongest endeavors. On the achieve- 
ment of that end depends the soundness and permanent pros- 
perity of the nation." 

What do these words of the greatest teacher the world has 
ever known mean to parents and teachers? 

"And whoso offendeth one of these little ones, it were 
better for him that a mill stone were hanged about his neck 
and that he were drowned in the depths of the sea." 




29 



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